Moorfield Primary School

Teaching, Learning & Assessment Policy

Effective Autumn 2020

Review Date Autumn 2023

Governor Approval

Introduction At Moorfield Primary School, we believe in lifelong learning and that both adults and children learn new things every day. We maintain that learning should be a fun and rewarding experience. Through our commitment to high quality teaching and learning we equip children with the skills, knowledge and understanding necessary to enable them to make informed choices about the important things in their lives. We believe that teaching and learning experiences help children to lead happy and rewarding lives as well raise standards of achievement and progress of all learners. Aims and objectives In our schools, we provide a rich and varied learning environment that allows children to develop their skills and abilities to their full potential. Through our teaching, we aim to:

enable children to become confident, resourceful, enquiring and independent learners;

foster children’s self-esteem and help them build positive relationships with other people;

develop children’s self-respect and encourage children to respect the ideas, attitudes values and feelings of others;

show respect for all cultures, promoting positive attitudes towards other people;

enable children to understand their community and help them feel valued as part of the Irlam and wider Salford community;

help children grow into reliable, independent and positive citizens;

take a pride in their work and the work of others;

challenge themselves and others throughout every learning experience;

provide a curriculum which promotes the spiritual, moral, social, cultural, physical, mental and emotional development of the children;

provide rich and varied contexts and experiences for pupils to acquire, develop and apply a broad range of knowledge, skills and understanding;

encourage children to respond positively to the opportunities, challenges and responsibilities of a rapidly changing world;

As a school we are committed to our mission statement: “Believe, Achieve Succees.” At Moorfield our aim is to nurture and empower our learners to achieve their own academic potential and gain the confidence and skills to ensure that they excel at our school, higher education/university and beyond. Effective learning We acknowledge that people learn in many different ways and we recognise the need to develop strategies that allow all children to learn in ways that suit them best. We offer opportunities for children to learn in different ways including:

investigation and problem solving;

philosophical discussion and debate;

co-operative work; pair work; group work; whole-class work and independent work;

responding to tasks in their own chosen way;

asking and answering questions;

use of ICT;

educational visits and visitors;

creative activities;

designing and making things;

participation in athletic or physical activity;

after school clubs and enrichment;

Effective teaching When teaching, we focus on motivating the children and building on their skills, knowledge and understanding of the curriculum so that they can reach their full potential. We use the school long term curriculum plan to guide our teaching. Teachers make ongoing assessments of each child’s progress and they use this information when planning their lessons. It enables them to take into account the abilities of all the children. This includes developing depth and mastery in all year groups. We strive to ensure that all tasks set are appropriate to each child’s level of ability. When planning learning for children with special educational needs, we use information and targets in the children’s Individual Education Plans (IEPs); EP or PIT targets. In the Nursery and Reception, teachers work from the Framework for Early Years and Foundation Stage. In years one to six, teachers use the National Curriculum and keep on-going records for all subjects. Summative progress assessments take place termly in Reading, Writing, Mathematics and EGPS; half termly in Science and at the end of a programme of study for all other subjects. Lessons are planned with clear learning objectives that are shared with the children. Early Years staff will observe and report to parents on progress towards ‘Development Matters’ steps and ‘Early Learning Goals’ as well as 'Characteristics of Effective Learning' set out in the revised EYFS. These are Playing and Exploring (Engagement), Active Learning (Motivation), Creating and Thinking Critically (Thinking).

Learning Support Assistants are deployed to meet the needs of the children either through one-to-one support; small groups for interventions or targeted provision within the classroom. All Learning Support Assistants work in partnership with the teaching staff to support the learning.

We work hard to ensure that the school, the classrooms and communal areas, are clutter free and attractive. Displays celebrate the children’s work and learning walls in all classrooms scaffold independent learning. All classrooms have reading areas and the children have access to a range of fiction and non-fiction books. We believe that a stimulating environment sets the climate for learning, and an exciting classroom promotes independent use of resources and high quality work by the children.

We conduct all our teaching in an atmosphere of trust and respect for all. When evaluating teaching and learning in school, we have agreed to consider: 1. Lesson Observation:

objectives and success criteria (where appropriate)

differentiation

questioning

High Quality Talk

AfL and quality first teaching (See Appendix 1)

plenary / reviews

dyslexia friendly resources

Maths Mastery approaches, using Power Maths resources

deployment of LSAs and other adults

classroom observation / environment

Scrutiny of books

Challenge within feedback, including response to feedback

Depth and mastery

Coverage of skills

Adherence to feedback policy

2. Scrutiny of planning

ELKLAN and BAD questioning

Planned activities to promote high quality talk

Mastery and Challenge

Deployment of adults

3. Walk throughs and drop-ins

4. Learning and Environment walks 5. Pupil voice Role of the Parents and Carers We believe that parents and carers have a fundamental role to play in helping children to learn. We do all we can to inform parents about what and how their children are learning by:

holding parents’ and carers Learner Review Days to discuss progress and attainment, attitude to learning, behaviour, attendance, punctuality, homework and reading at home

annual reporting of attainment and progress through a written report

Early Years Parents/Carers are included in their child’s learning journey via EvidenceMe

explaining to parents how they can support their children with home learning (See Remote Learning Policy)

We believe that parents and carers have the responsibility to support their children and the school in implementing school policies. We would like parents to:

ensure that their child has the excellent attendance (See Attendance Policy).

ensure that their child is ready for learning and punctual in full school uniform with the necessary equipment

do their best to keep their child healthy and fit to attend school every day

inform school if there are matters outside of school that are likely to affect a child’ performance or behaviour at school

promote a positive attitude towards school and learning in general

fulfil the requirements set out in the home/school agreement Equality Policy All children have equal access to the curriculum regardless of their ability or disability; gender; race; religion or belief. We plan work that is differentiated for the performance of all groups and individuals and are committed to creating a positive climate that will enable everyone to work free from racial intimidation and harassment to achieve their potential (See Equality & Community Cohesion Policy). Aims of Assessment Assessment is a continuous process which is integral to teaching and learning, allowing children to reach their true potential. The main aim of assessment is to recognise the strengths and talents of pupils, and to identify and support their areas for development. It should be incorporated systematically into teaching strategies in order to promote good progress for individuals, groups and cohorts. Assessments are used to inform teachers, parents/carers, governors, the LA and other relevant bodies about the progress that children make. Effective assessment Teachers continually assess pupils’ performance through their observation of children on tasks set and through the work they produce. Marking of pupils’ work is done in accordance with the school's Feedback Policy and highlights what a pupil has done well and indicates how a pupil can improve a piece of work. This process encourages self and peer assessment which are believed to be fundamental elements in the assessment process.

Effective assessment involves: 1. Sharing of learning objectives with pupils – making it clear the purpose of the lesson. 2. Helping pupils know and recognise success criteria which may be evident in books or displayed on the

white board; IWB, working wall or orally. 3. Providing feedback and marking that helps pupils to identify how to improve (See Marking Policy). 4. Pupils learning self-assessment and peer assessment techniques to discover areas they need to

improve. 5. Use of effective questioning to assess progress including misconceptions; differentiated in particular,

with relation to SEN, EAL and G & T/ D & M. (See Appendix 2) 6. Tracking pupil progress through diagnostic assessments and Question Level Analysis resources informs

planning, therapy groups and interventions. 7. Recognising that both motivation and self-esteem, crucial for effective learning and progress, can be

increased by effective assessment techniques. A range of assessment evidence is kept in the form of:

Assessment manager

Pupil Progress Stories

Termly test results and teacher assessment based on PiXL assessments and tracking.

Foundation subject skills assessment

Phonic assessment and phonic check

Scrutiny and moderation of books

IEPs and play plans

Subject coordinator file (See Assessment Timetable) Formal Assessment a. Formative: This is the on-going, day-to-day assessment which is carried out by teachers and is key to effective classroom practice. Learning outcomes are shared with pupils and they play an important role through self-assessment of their own learning. Formative assessment is used by teachers to inform planning, resources and support in order for all children to progress. Completion of Early Years Development Matters for Nursery and Reception pupils is on-going throughout the year based on observations and evidence based assessments across the range of areas covered. b. Summative: Children in KS1 and KS2 are assessed periodically and progress and attainment data is recorded on our Pupil Progress Grids. These are working documents. Test materials are used to support teachers with making accurate teacher assessment judgments. These assessments are carried out in line with the PiXL timetable (three times per year) and are used to monitor the performance of individuals, groups and cohorts as well as identifying gaps and next steps for planning in conjunction with the individual child’s books and teacher knowledge. For Foundation Stage pupils, summative assessment is in the form of a completed Early Years Framework for each child. At key points through primary school, children are assessed against national expectations. These are:

End of EYFS

End of Year 1 (Phonics Screening)

End of KS1 (Year 2 SATs)

Y4 Multiplication Check

End of KS2 (Year 6 SATs)

English and Mathematics a. Every child is regularly assessed in reading, writing, EGPS & mathematics and personalised targets are

set through marking. b. Pupils experiencing difficulty in accessing the curriculum are identified for intervention programmes.

They receive small group or 1-1 tuition, including speech and language & Phonics until it is considered that they have made sufficient progress to finish the identified intervention.

c. Pupils, who have not met learning objectives, take part in ‘Fix it interventions’ and PiXL therapies to eradicate misconceptions ready for the next session.

Tracking a. End of term assessment data for reading, writing, EGPS, mathematics and science is entered into the

school tracking system and analysed by the Senior Leadership Team who invite class teachers and phase leaders to a pupil progress meeting where class, group and individual pupil progress are discussed and analysed and pupils making insufficient progress are identified for intervention.

b. Every term, there will be a series of phase meetings dedicated to the monitoring of pupil progress. c. Work will be scrutinised and moderated in all subjects, across the Partnership, year group clusters and

Local Authority moderation and training activities. Assessment Criteria In years 1-6, pupils are assessed in year group ‘stages,’ (Stage 1 - Stage 6) which are divided as follows: Below (BLW); Working towards the Standard (WTS); Achieved the Expected Standard (EXS); Greater Depth Standard (GDS). Children working well below their expected stage are assessed at the stage Early Years Assessment Within 6 weeks of the child starting they will be given a ‘baseline’ assessment. The children will be assessed using Reception Baseline Assessment Framework. On entry to the Nursery or Reception we will use our professional judgement to assess the age band children are working ‘within’ across the EY 17 areas of learning. Expected Standards for Early Years on entry are: Nursery 30-50 months beginning and Reception 40-60 months beginning. As the year progresses children are monitored on their development and progress in all areas of development. Examples of children’s learning, showing their individual level and stage of development are built up throughout the year. Provision is made for these observations and assessments through experience and play. Progress is recorded by observing and assessing children either using hand written observations, staff notes or by use of IPADS, using EvidenceMe.

Appendix 1

Quality First Teaching

AFL Teaching and Learning Strategies Questions

Hands up – pairs up

Use of whiteboards

Peer to peer coaching

BOGOF

Feedback what your partner said

Self-assessment orally or through signals

Justify your answer

Pick-a-sticks

Think- pair share

Popcorn

Rally robin and round robin

Loop games

Addressing misconceptions through pupils (mantle the expert)

Peer assessment orally or written

WAGOLL

Pre-teach and group/plan accordingly

Plan and adjust to learning styles

Creating a hook

Sharing of methods; orally or written (journaling)

Mini-plenaries

My turn- your turn

Modelling and sharing of examples

Sharing learning objectives

Differentiation

Deployment of adults

Use of an object, picture or music

Working walls and relevant current learning

Talk Prompts

High Quality Paired Talk activities

Open ended questions

BAD questions

ELKLAN

Science question stems

Depth and mastery questions in marking

Teacher Talk Moves

Appendix 2

Bad Questioning

Basic Advancing Deep List, Describe, Locate, Write, Find, State, Name, Follow, Complete, Recall, Ask, Use, Match, Report, Measure, List, Illustrate, Label, Recognise, Tell, Repeat, Arrange, Define, Memorise.

Apply, Solve, Explain, Classify, Infer, Categorise, Identify, Organise, Modify, Predict, Interpret, Summarise, Observe, Estimate, Compare.

Select, Choose, Decide, Justify, Debate, Argue, Recommend, Assess, Discuss, Prioritise, Determine, Create, Invent, Compose, Plan, Construct, Design, Imagine, Propose, Devise, Formulate.

Teacher Talk Moves